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A presentation program is commonly used to generate the presentation content, some of which also allow presentations to be developed collaboratively, e.g. using the Internet by geographically disparate collaborators. Presentation viewers can be used to combine content from different sources into one presentation.
Audiovisual aids are essential tools for teaching the learning process. It helps the teacher to present the lesson effectively, and students learn and retain the concepts better for a longer duration. The use of audio-visual aids improves student's critical and analytical thinking. It helps to remove abstract concepts through visual presentation.
It is a list used to organize the facts or points to be covered, and their order of presentation, by section. Topic outlines list the subtopics of a subject, arranged in levels, and while they can be used to plan a composition, they are most often used as a summary, such as in the form of a table of contents or the topic list in a college ...
A presentation program is supposed to help both the speaker with an easier access to his ideas and the participants with visual information which complements the talk. There are many different types of presentations including professional (work-related), education, entertainment, and for general communication.
Bloom's taxonomy is a framework for categorizing educational goals, developed by a committee of educators chaired by Benjamin Bloom in 1956. It was first introduced in the publication Taxonomy of Educational Objectives: The Classification of Educational Goals.
Learning outcomes are then aligned to educational assessments, with the teaching and learning activities linking the two, a structure known as constructive alignment. [4] Writing good learning outcomes can also make use of the SMART criteria. Types of learning outcomes taxonomy include: Bloom's taxonomy; Structure of observed learning outcome ...
Oral activities are popular among CLT teachers compared to grammar drills or reading and writing activities, because they include active conversation and creative, unpredicted responses from students. Activities vary based on the level of language class they are used in. They promote collaboration, fluency, and comfort in the TL.
Project-based learning emphasizes learning activities that are long-term, interdisciplinary, and student-centered. Unlike traditional, teacher-led classroom activities, students often must organize their own work and manage their own time in a project-based class.